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Abstract

The current study meta-analyzed 17 effects from 12 studies to examine the effect of technology-based mathematical fact practice on mathematics outcomes, and how comparison intervention, risk for mathematics disabilities, and type of measure modified the results. There was a moderate effect of technology-based mathematical fact practice on mathematics outcomes (weighted g = 0.43). There was a moderate effect in comparison to business-as-usual conditions (weighted g = 0.54), but a much smaller effect for practice that was compared to practice that was not delivered with technology (weighted g = 0.25). Students who were at-risk for mathematics disabilities benefited from technology-based mathematical fact practice (weighted g = 0.55), and there was a large effect on mathematics achievement (g = 0.87), but only from two studies. Finally, the interaction of the number of sessions and number of weeks (total dosage) significantly predicted the effect size and accounted for 23% of the variance, but neither variable predicted the effect size on its own. Implications for practice and future research are included.

Keywords

literature review math elementary school

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Meta-Analysis of the Effect of Technology-Based Mathematical Fact Practice on Mathematics Outcomes

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